Back to Questioning for Formative Feedback: Meaningful Dialogue to Improve Learning
When used effectively, quality questions and student dialogue result in self-regulated learners and formative feedback that reveals progress toward learning goals.
Learning knows no boundaries. The potential for learning exists whenever and wherever we interact with our environment. So how can we infuse school learning with the authenticity and excitement associated with real-life experiences?
In Questioning for Formative Feedback, Jackie Acree Walsh explores the relationship between questioning and feedback in K–12 classrooms and how dialogue serves as the bridge connecting the two.
Quality questioning, productive dialogue, and authentic use of feedback are a powerful trifecta for addressing the needs of a new generation of learners. In fact, the skillful use of these three processes can fuel and accelerate the academic, social, and emotional learning of all students.
In this book, Walsh provides a manual of practice for educators who want to engage students as partners in these processes. To that end, she offers the following features to help create a classroom in which everyone learns through intentional practice:
- Blueprints for coherent models of key processes and products.
- Tools and strategies to help you achieve identified outcomes.
- Protocols with step-by-step directions to complete an activity.
- Classroom artifacts of authentic classroom use, including links to 21 original videos produced exclusively for this book!
Working together, questioning, dialogue, and feedback can transform learning for all. This book supports you in embracing and bringing that vision to fruition.
(ASCD Premium, Select, and Institutional Plus member books, April 2022) 7" x 10", 203 pages
"Imagine being in lessons dominated by questions that require less than three-word responses. Imagine spending the day in a class and no one listens to you. Imagine receiving feedback that proves you were not understood. Not in Jackie Walsh’s class—where questions cause thinking, give feedback to the teacher about their impact, lead to wonder, elicit student thinking, initiate and sustain feedback conversations, and help determine next steps in teaching and learning. Questions start—not finish—dialogue, engage (not exclude), lead to uptake, and are invitations to maintain learning. This is the essence of Questioning for Formative Feedback."
—John Hattie Emeritus laureate professor, Melbourne Graduate School of Education
Chair, Board of the Australian Institute for Teaching and School Leadership